脑科学视野下理科教育中科学探究教学有效性的辩议  

Arguing on the Validity of Scientific Inquiry in Science Education From the Perspective of Cognitive Neuroscience

作　　者：孙可平[1] 冯兰[2] 

机构地区：[1]上海师范大学生命与环境科学学院 [2]华东师范大学外国语学院继续教育部

出　　处：《全球教育展望》2013年第10期119-128,共10页Global Education

基　　金：教育部人文社会科学重点研究基地重大项目"社会.文化视野下的儿童研究与课程创新"(项目编号:11JJD880006)的研究成果

摘　　要：以脑科学为基础的教学研究是,将脑科学研究的成果作为探索学习和教学的理论证据,为学习和教学实践提供更加客观性的解释和说明。脑科学的一些研究证据为一些科学探究的教学策略提供一定的实验依据,同时为实施有效的科学教学策略提供一定的导向性预测。本文用脑科学的研究成果论证了科学探究教学的一些基本教学策略,以期获得对科学探究教学的更深入的探索。The purpose of the teaching research based on the cognitive neuroscience is to apply the results from researches of cognitive neuroscience to teaching and learning as evidences, which may provide the practice of teaching and learning for more objective explain and interpretation. Also, the researches of cognitive neuroscience provide not only the experimental evidences for teaching and learning in scientific inquiry, but also the oriental prediction for the more effective science teaching practices. In this paper, some basic strategies in scientific inquiry teaching are argued based on the results from the researches of cognitive neuroscience so that scientific inquiry teaching and learning could be more deeply studied.

关 键 词：科学探究学习 以脑科学为基础的学习 认知加工的神经网络 

分 类 号：G642[文化科学—高等教育学]